Learning and Development The Early Years

Foundation Stage
Knowledge and Understanding of the World

Requirements Aspects of Knowledge and What Knowledge and Understanding

Children must be supported
in developing the knowledge,
skills and understanding that
help them to make sense
of the world. Their learning
must be supported through
offering opportunities for
them to use a range of tools
safely; encounter creatures,
people, plants and objects
in their natural environments
and in real-life situations;
undertake practical
‘experiments’; and work
with a range of materials.
Understanding of the World
Knowledge and Understanding of the World is made up
of the following aspects:
Exploration and Investigation – is about how children
investigate objects and materials and their properties,
learn about change and patterns, similarities and
differences, and question how and why things work.
Designing and Making – is about the ways in which
children learn about the construction process and the
tools and techniques that can be used to assemble
materials creatively and safely.
ICT – is about how children find out about and learn
how to use appropriate information technology such
as computers and programmable toys that support
their learning.
Time – is about how children find out about past and
present events relevant to their own lives or those of
their families.
Place – is about how children become aware of and
interested in the natural world, and find out about their
local area, knowing what they like and dislike about it.
Communities – is about how children begin to know
about their own and other people’s cultures in order
to understand and celebrate the similarities and
differences between them in a diverse society. Development
of the World means for children
■ Babies
 and children find out about the world
through exploration and from a variety of sources,
including their families and friends, the media, and
through what they see and hear.
 abies and children need regular opportunities
B
■
to learn about different ways of life, to be given
accurate information and to develop positive and
caring attitudes towards others.
■  hildren should be helped to learn to respect
C
and value all people and learn to avoid
misapprehensions and negative attitudes towards
others when they develop their Knowledge and
Understanding of the World.
■  hildren should be involved in the practical
C
application of their knowledge and skills which
will promote self-esteem through allowing them
to make decisions about what to investigate and
how to do it.
Personal,
Social and
Emotional
Development
Creative
Communication,
Language
and Literacy

Problem
Physical Solving,
Development Reasoning and
Numeracy
Knowledge
and
Understanding
of the World
How settings can effectively implement
this area of Learning and Development
To give all children the best opportunities
for effective development and learning
in Knowledge and Understanding of the
World practitioners should give particular
attention to the following areas.
Positive Relationships
■ Use parents’ and carers’ knowledge to
extend children’s experiences of the world.
■  elp children become aware of, explore
H
and question differences in gender,
ethnicity, language, religion, culture, special
educational needs and disability issues.
Learning and Development
■ Plan
 activities based on first-hand experiences
that encourage exploration, experimentation,
observation, problem solving, prediction, critical
thinking, decision making and discussion.
■ Teach
 skills and knowledge in the context of
practical activities, for example, learning about the
characteristics of liquids and solids by involving
children in melting chocolate or cooking eggs.
■ Encourage
 children to tell each other what they
have found out, to speculate on future findings or
to describe their experiences. This enables them to
Enabling Environments rehearse and reflect upon their knowledge and to
practise new vocabulary.
■ Create
 a stimulating environment ■ Support
 children in using a range of ICT to include
that offers a range of activities cameras, photocopiers, CD players, tape recorders
which will encourage children’s and programmable toys in addition to computers.
interest and curiosity, both ■ Give
 children accurate information which challenges

00012-2007DOM-EN © Crown copyright 2007

indoors and outdoors. cultural, racial, social and gender stereotypes.
■ Support children with sensory impairment
by providing supplementary ■ Make
 effective use of
experiences and information outdoors, including the local
to enhance their learning neighbourhood.
about the world ■ Use
 correct terms so that,
around them. for example, children will
enjoy naming a chrysalis if the
practitioner uses its correct
name.
■ Pose
 carefully framed open-
ended questions, such as
“How can we…?” or
What do I do next?
“What would happen if…?”.
• Welfare requirements are explained in full in the
Statutory Framework for the Early Years Foundation Stage booklet.
• CD tatum
The Early Years
Foundation Stage
Setting the Standards for Learning, Development
and Care for children from birth to five
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